Download Lesson Plan Template - Trousdale County Schools

Trousdale County Schools Focused Lesson Plan
Teacher: Crystal Walls
Unit Name: Pace Value
Unit #: 1
Unit Length: 3
Dates: July 30- August 20
Week ____1_ of __3____
Subject: Math
Tennessee State Standard(s) to be taught: (Write the entire standard)
 3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using
properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number
can be decomposed into two equal addends.
 3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of
operations, and/or the relationship between addition and subtraction.
 3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
I Can Statements :
 I can identify patterns in addition and subtraction problems.
 I can add and subtract fluently.
 I can determine the place value of a number.
 I can explain and show how subtraction and addition are connected.
 I can round to the nearest 10’s and 100’s place.
 I can estimate the sum and difference of two numbers.
 I can apply different properties to solve addition problems.
 I can solve problems using mental math.
Accommodations for students, both regular and special populations :
 Low: Fewer questions, teacher table, and peer helper.
 High: Independent work, extra higher order questions, and let them be the “teacher”.
Unit Vocabulary:
 Associative Property of Addition: The property that states that you can group addends indifferent ways and still get the
same sum.
 Cummutative Property of Addition: The property that states that you can add two or more numbers in any order and get
the same sum.
 Compatible numbers: Numbers that are easy to compute with mentally.
 Difference: The answer to a subtraction problem.
 Estimate: To find about how many or how much.
 Identity Property of Addition: The property that states that when you add zero to a number, the result is that number.
 Pattern: An order set of numbers or objects in with the order helps you predict what will come next.
 Round: To replace a number with another number that tells about how many or how much.
Daily Agendas should include: Resources, Technology, Formative and/or Summative Assessments, Assignments, and a
daily activity for citing text based evidence in conversations and/or writing
Thursdays Agenda:
 Beginning of the year test (Test pages 7-12)
 Go over how to get onto math animated on think central (ipad, apple tv, projector)
 Math facts game around the world (questions of math facts)
Fridays Agenda:
 Pre-quiz for chapter one (Quiz pages 1-6)
 Review math animated on think central (ipad, apple tv, projector)
 Go over center rotations (center games and materials set up for addition and subtraction)
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Monday Agenda:
 Go over vocabulary for chapter and write definitions (paper in math binder)
 Lesson 1.1 (Student book pages 1-10/ Teacher book pages 1-10)
 Independently do SHOW WHAT YOU KNOW (page 3)
 Discuss in large group
 In whole group work on lesson material (pages 5-6)
 In small group do practice work (page 7-8)
 Share responses in large group
 Center work (Computer: math animated skills 2 and3, Grab and go games, work problem and than 5-6)
 In small group do practice work (page 7-8)
 Share responses in large group

Center work (Computer: math animated skills 2 and3, Grab and go games for lesson 1-5, work problem and then write about
it, do math task, work on skills at teacher table)
Tuesday Agenda:
 Write math definitions in your own words. (math paper from Monday in binder)
 Lesson 1.2 (Students book page 11-16/ Teacher book page 11-16)
 Independently do SHOW WHAT YOU KNOW (page 11)
 Discuss in large group
 In whole group work on lesson material (pages 12)
 In small group do practice work (page 13-14)
 Share responses in large group
 Center work (Computer: math animated skills 2 and3, Grab and go games for lesson 1-5, work problem and then write about
it, do math task, work on skills at teacher table)
Wednesday Agenda:
 Do examples of each math definition
 Lesson 1.3 (Student book pages 17-22/ Teacher book pages17-22)
 Independently do Unlock THE PROBLEM (page 17)
 Discuss in large group
 In whole group work on lesson material (pages 18)
 In small group do practice work (page19-20)
 Share responses in large group
 Center work (Computer: math animated skills 2 and3, Grab and go games for lesson 1-5, work problem and then write about
it, do math task, work on skills at teacher table)
Thursday Agenda:
 Vocabulary quiz (Quiz)
 Lesson 1.4 (Student book page 23-28/ Teacher book pages 23-28)
 Independently do UNLCOK THE PROBLEM (page 23)
 Discuss in large group
 In whole group work on lesson material (pages 24-25)
 In small group do practice work (page 26)
 Share responses in large group
 Center work (Computer: math animated skills 2 and3, Grab and go games for lesson 1-5, work problem and then write about
it, do math task, work on skills at teacher table)
Friday Agenda:
 Math quiz fluency builder (Quiz/ problems on page 23B teacher’s book)
 Lesson 1.5 (Student book pages 29-34/ Teacher book pages 29-34)
 Independently do UNLCOK THE PROBLEM (page 29)
 Discuss in large group
 In whole group work on lesson material (pages30-31)
 In small group do practice work (page32)
 Share responses in large group
 Center work (Computer: math animated skills 2 and3, Grab and go games for lesson 1-5, work problem and then write about
it, do math task, work on skills at teacher table)
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